Children's attributions during challenge have roots in toddlerhood with the onset of self-evaluative emotions and may reflect sex differences in early socialization practices. This study examined toddler sex as moderating associations between mothers’ (n = 104, 73.1% White, 75% with a college degree or more) characteristics (low emotional awareness, emotion coaching beliefs) and toddlers’ (Mage = 26.4 mos.; 51 girls) self-evaluative negative attributions of difficulty during a challenging lab task. Negative attributions reflected self-directed comments such as “I can't do it.” Girls made more negative self-attributions in the context of mothers’ lower emotional awareness whereas boys made more negative self-attributions in the context of mothers’ greater emotion coaching (medium effects). Results demonstrate early sex differences in toddlers’ negative self-attributions to challenge.

中文翻译：

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幼儿对挑战的负面归因的性别差异：与母亲情绪指导和情绪意识的关联

儿童在挑战期间的归因源于幼儿时期自我评价情绪的开始，并且可能反映了早期社会化实践中的性别差异。这项研究检查了幼儿性别作为母亲（n  = 104，73.1% 白人，75% 具有大学学历或以上）特征（低情绪意识，情绪指导信念）和幼儿（M年龄 = 26.4 个月；51 名女孩）在具有挑战性的实验室任务中对困难进行自我评估的负面归因。负面归因反映了自我导向的评论，例如“我做不到”。女孩在母亲情绪意识较低的背景下做出更多的负面自我归因，而男孩在母亲情绪指导较高的背景下做出更多负面的自我归因（中等影响）。结果表明幼儿对挑战的负面自我归因的早期性别差异。